外研版二年级下册英语M10U1《It’s next to the park》教案（四川县级优课）.doc

Module 10 Unit1 Its next to the park.教学设计教材及年级名称外研社新标准英语（一起）二年级下册模块名称Module 10教材分析本课时是小学新标准英语第四册第十模块第一单元的内容，课题为Its next to the park.。在Module9中出现了关于方位的指令性短语：Turn left. Turn right. Go straight on.以及对地点的询问：Wheres。本课时在Module9 所学内容的基础上进行拓展延伸，通过对话语篇学习，呈现新的方位短语next to，in front of，通过Daming, Sam, Dalin三人在路边遇到两位问路人的对话情境，呈现Wheres? TurnIts next to.Its in front of.句式用于问路并进行路线描述，将指令性方位语言融入询问路线的生活化运用。 学情分析知识储备方面：1.我校二年级学生学习了近两年的英语，有一定的语言积累。了解与实际生活相关的地点单词park, zoo, station, school, hospital, supermarket并能基本认读。2.在Module9的学习中，学生已经能说会认lost, Turn left. Turn right. Go straight on.对Wheres句型有了一定的了解。他们基本能听方向类指令做动作。习惯能力方面：1.我校地处城镇中心，家长重视孩子的英语学习，学生学习习惯良好，学习主动性高，对英语学习有着浓厚的兴趣。2.他们模仿能力强，能在老师的引导下积极参与课堂教学活动。当然，个别学生对知识与指令的反应稍慢，在语言输出上会出现一些错误，因此，我尊重学生差异，通过多种英语活动培养学生自信心，尽量让每个孩子都能得到发展。课时教学目标语言知识目标：1.能在文本语境中准确理解和认读单词：cousin, next to , in front of, wrong, way, well.2.能在文本语境中理解句型：Wheres? TurnIts next to .Its in front of .语言技能目标：1.能听懂并理解整个语篇；2.能够准确运用Excuse me. Wheresplease? Turn Its next to .Its in front of .进行地点的询问与路线的描述。情感与态度目标：1.通过表演等活动挖掘课堂中的“兴奋点”，培养学生乐于用英语表达的能力；2.培养学生乐于助人的良好品质。教学重点与难点能在文本语境中理解句型：Wheres? TurnIts next to .Its in front of .（本课重点）能够准确运用Excuse me. Wheresplease? Turn Its next to.Its in front of .进行地点的询问与路线的描述。（本课难点）教学辅助Tape-recorder, pictures, CAI教学方法TPR，情境教学法，活动教学法，图文解码法，互助合作法。教学内容教学活动设计意图教师活动学生活动Step 1 warm-up1.T greets with the Ss, trying to use Nice to meet you.2.T chants with the Ss.1.Ss greet with the T, trying to understand and response with Nice to meet you too.2.Ss chant together with music and do the actions: Left foot, right foot.师生问候，说唱表演歌谣，创设教学和谐氛围；同时为进入本课关于询问路线知识点的出现打下基础。Step 2Lead-in1.T leads Ss to go to look at some pictures about places. T:While youre marching, what can you see?2. Then lead Ss to look at the screen and say.3.T leads Ss to talk about the bears.What colour are they?Guess:What are they doing?1.Ss try to speak with I can see If she/he can speak well, she/he can get the picture.2.Ss look at the screen and try to say: I can see two bears.3.Ss look at the screen and talk about the bears with the teacher.Theyre brown bear and white bear. Theyre talking. 借助歌谣，通过PPT图片，自然引出在路途中看到的本课将涉及到的地点，并将地点图片放置于六位能回答出地点名的学生桌上，为后面的情境表演做好铺垫。顺势展示two bears的图片，自然进入对activity 1中two bears的描述。通过师生对话，让孩子看图了解two bears的画面信息，让学生带着趣味与探究进入课文设置的情境中。Step 3PresentationText LearningPracticeandproduction1.Lead Ss to watch the video without the words, answer the question: What are they talking about?2. Lead Ss to watch the video again with the questions Wheres the white/brown bear s home? and understand the phrase: next to3.Lead Ss try to ask and answer with Wheres? Its next to theThen practice with Ss seats.Wheres? Hes/Shes next to 4.T:Wheres Sam?Wheres Daming? Lead Ss to look at the first picture of the main dialogue and talk about it.T: What are they doing? Guess.5.Lead Ss to watch the whole movie with two questions:How many people are there in the story? Who are they?6.Lead Ss to watch movie again with another two questions:Wheres the supermarket?What does Dalin do?7.T:Lets look at picture1. Daming is sayingT leads Ss tounderstand the meaning of cousin according to card and know about Nice to meet you. Then listen and imitate.8.Show picture2T leads Ss to guess. What is the grandma saying? What is Daling saying?Lead Ss to understand the words ,phrases and the route by the map and playing games.T gives a model and have Ss act. Have Ss listen and imitate.9.Show picture3T: Please guess. What is the man saying? Have Ss listen and imitate.10.Show the picture of activity4, have Ss speak out the places.Lead Ss to work in pairs to act how to ask the way and how to answer.11.Show picture4T: Daming is laughing. Why?T leads Ss to answer the question and makes sure that Ss can know about it.1.Ss watch the video, listen carefully and answer the question:Theyre talking about home2.Ss watch the video with words, answer the questions, recognize Wheres? and try to know the phrase: next to. 3.Ss look at the pictures of the zoo and the park, practicing Wheres? Its next to theSs practice with their seats with Wheres? Hes/Shes next to 4.Elicit:Sam is next to Daming.Daming is next to Sam.Ss look at the picture and talk about Sam and Daming.Elicit: They are talking.5. Ss watch and answer thetwo questions:There are five people in the story.They are Daming, Sam, Dalin, a grandma and an uncle/a man.6.Ss watch the movie again carefully and answer the questions:Its next to the park.Hes a taxi driver.7.Ss look at the picture1 and say under the Ts leading.Ss learn cousin together according to the word card and understand when people meet for the first time, they should greet with Nice to meet you.Then listen and imitate.8.Look at picture2Ss say with the teachers leading and guess individually.Ss understand the words and phrases, turn back wrong, way, and the route to the supermarket according to the situation and games.Ss work in pairs to act grandma and Dalin.Ss listen and imitate.9.Ss guess according to Pictues2, further understanding of the phrase Excuse me. Learn in front of.Ss listen and imitate.10.Ss look at the picture of activity4,trying to speak out the places. Then, Ss work in pairs to act how to ask the way and how to answer. They can use the places and routes in activity4, and they can also use the places in the classroom where the Ss who get the pictures about the places.11.Look at picture4Ss try to answer the question under the teachers leading: Because his cousin Dalin knows the city well. Dalin is a taxi driver.Daming is proud of Dalin通过观看无字幕的一段带音视频，让学生清晰bears对话谈论的主要内容，有效提高学生的听力水平。 带着问题再次观看视频，让学生巩固对Wheres的了解与运用，呈现新的方位词组next to,让学生对该词组产生初步印象。通过图片直观了解next to，并以问答活动方式进行操练；同时根据学生座位对方位词组next to 进行有效的问答练习，进一步加深学生印象。利用activity1这一引导对话中的Wheres，转入主体对话的第一个画面，将学生自然而然地带入到主体对话语篇的学习中。贯彻听说领先原则，学生带着问题听无字幕的英文对话，让学生整体感知对话情境并对问题做出回答。带着问题再次观看有字幕的主体对话语篇英文视频，让学生进一步整体感知、全面了解语篇信息。在图片1的语境中接触、体验文本语言，根据图片与文字信息回答问题，认识Dalin , 了解初次见面的问候方式。图片2是本课时的重点。通过让学生看图猜、波浪式说句子游戏、我说你做的大组活动、角色扮演两人小组合作等活动教学方式，让学生理解Wheres? TurnIts next to，掌握图片2的内容，有效突出重点。根据图2的了解，学生通过猜、看地图路线、师生快速扮演、模仿读的方式准确理解图3内容。同时，呈现in front of并通过师生互助进行理解式操练活动。图二和图三是本课的重难点所在。在通过图文解码完成图二图三的理解与练习后。将活动四中关于如何问路及如何进行路线描述的活动提到此处，有效融入在引入环节中放置在教室里六个孩子桌面上的地点，让孩子们自由选择地点路线，有效开展角色扮演。让问路的语言功能与生活实际相结合，有效输出，突破难点。引导学生看第四幅图的图文，通过师生互助，了解Daming开心笑的原因；并让学生在说句子做动作中理解文本。Step 4Practiceand consolidation1.T leads the Ss to listen, point and repeat correctly.2.T leads Ss to try to retell what Daming did with the questions:T：Do you like Dalin?Why do you like Dalin?3.Show the senteces:Helping others is a good virtue.Helping others makes you feel happy.4.Chant with the Ss.1.Ss listen, point and repeat.2. Ss answer the questions with the teacher: Daming is a good man. He helped a grandma and a man.3.Ss understand the two sentences and know that helping others is a nice thing.4.Ss chant happily.最后，看全文视频并跟读，让学生巩固对主体对话的全面了解。通过引导学生讨论是否喜欢Dalin，师生共同简述Dalin帮助他人的事情,让整个故事跃然于脑海。同时，自然凸显帮助他人是一种良好品质，让情感教育得到有效升华。再次一起说唱Left foot, right foot.歌谣，让帮助他人带来的快乐在英语课后延续。Classroom Assessment采用个人评价与小组评价相结合的方式。小组评价中将学生分成四组，分别在一条路口，通过教学活动进行小组评价，确定各组向上走的步数，哪组能最先到达Park，哪组就是winner.这种方式能有效提高学生参与课堂教学活动的积极性。家庭作业：熟练读对话两遍。用Excuse me. Wheres the进行地点的询问，并能用TurnIts 进行路线的提示。板书设计：6